LANGUAGE LEARNING PREFERENCES AND CLASS PERFORMANCE

IN ENGLISH OF THE GRADE SEVEN STUDENTS

IN THE NEW NORMAL

LOUIE C. BALUYOT

UNIVERSITY OF EASTERN PHILIPPINES

UNIVERSITY TOWN,NORTHERN SAMAR

2022
LANGUAGE LEARNING PREFERENCES AND CLASS PERFORMANCE
IN ENGLISH OF THE GRADE SEVEN STUDENTS
IN THE NEW NORMAL

LOUIE C. BALUYOT

A Research Proposal
Submitted in Partial Fulfillment
of the Requirements for the Degree
MASTER OF ARTS IN EDUCATION
University of Eastern Philippines
University Town, Northern Samar

MAY 2022
 TABLE OF CONTENTS

Page

TITLE PAGE i

TABLE OF CONTENTS ii

Chapter

I. INTRODUCTION

Background of the Study

Objectives of the Study

Significance of the Study

Scope and Limitation of the Study

Theoretical Framework

Conceptual Framework

Paradigm

Hypotheses

Definition of Terms

II. REVIEW OF LITERATURE

Language Learning Preferences

Class Performance in English

III. METHODOLOGY

Locale of the Study

Research Design

The Variables

Population and Sampling

The Respondents
 Research Instrument

Scoring and Interpretation

Validation of the Research Instrument

Data Gathering Procedure

Statistical Treatment of Data

LITERATURE CITED

QUESTIONNAIRE
 Chapter I

INTRODUCTION

Background of the Study

Language learning preferences is one of the skills that

students must develop. It is a way of gaining knowledge

which plays a vital role in achieving a good class

performance in English. Since the students’ goal is to have

good grades, they do all means to be able to acquire the

insights needed in studying and understanding their lessons.

However, in the current situation of learning which is

the so-called “new normal” most of the grade seven students

do not take any initiative to learn. Since they are used

with the face to face class sessions, they depend so much on

the inputs given by their teachers during the discussion of

the lesson. With the present scenario of the teaching and

learning process, most of the students become disoriented

even though how they are always reminded by their teachers

on what to do with their modules and other learning

materials. They just let their parents get their learning

materials for the sake of letting the teacher record their

names on the “release of modules sheet.” They just put their

modules in one corner of their house without even trying to

read their lessons and answer the corresponding

activities/exercises. Thus, when it is already time to

return the learners’ activity sheet (LAS, they have nothing

to return for some of them do not have answers yet. With

this, these students might get low grades and even a failing

mark.

Parallel to this, Demirbas and Demirkan investigated

the design education using Experiential Learning Theory

(ELT) and explored the effects of learning styles and gender

on the performance scores of freshman design students in

three successive academic years. They found out that the

distribution of design students through learning style type

preference was more concentrated in assimilating and

converging groups. The performance scores of males were

higher in technology-based courses, whereas scores of

females were higher in artistic and fundamental courses and

in the semester academic performance scores (GPA). Also, it

was found that the performance scores of converging and

diverging students differed significantly in favor of

converging students only in design courses.1

Many students are resistant in coping with the new

normal of learning for they are not used to it. Most of them

like to listen to their teachers during class discussions,

participate in the class recitation, and enjoy the games

1
O. Demirbas and H. Demirkan. (2007). Learning styles of design
students and the relationship of academic performance and gender in
design education. Learning and Instruction, Vol. 7, Issue 3.
https://www.sciencedirect.com/science/article/pii/S0959475207000345.
incorporated in language classes. But with the occurrence of

COVID – 19 in almost all the communities, the usual teaching

and learning process is hampered. Students’ preferences in

language learning is affected for they have to radically

change the typical way of doing things relative to their

learning processes. They have to shift abruptly from their

regular routine of learning to a new one which they are not

accustomed to it and that most of the time, they cannot cope

with such change. As a result, they become reluctant to

accept the new normal of learning. Hence, they become

hesitant in expressing what they want to learn and how they

want to learn it.

With the above scenario, the researcher is prompted to

conduct this study which will look into the language

learning preferences and class performance of the grade

seven students in the new normal.

Objectives of the Study

This study will delve on the language learning

preferences and class performance of the grade seven

students in the new normal.

 Specifically, this study has the following aims:

1. determine the language learning preferences of

student-respondents as asessed by themselves and their

teacher in English;

2. determine the significant difference between the

assessments of the student-respondents and their English

teacher on the students’ language learning preferences;

3. determine the level of class performance in English

of the student-respondents;and

4. determine the significant relationship between the

lanaguage learning preferences of the student-respondents

and their level of class performance in English.

Significance of the Study

Findings of this study will benefit the following:

Students. Results of this study will make them realize

that their language learning preferences could help them in

improving their class performance in English. Thus, they

need to boost their language learning preferences to have an

excellent class performance.

English Teachers. Findings of this study will provide

them additional insights which will help them in guiding the

students in choosing their learning preferences. With this,

the students’ class performance in English could be

improved.

School Administration. Findings of this study will

serve as bases for them to provide programs that will

enhance students’ langauge learning preferences and class

performance.

Parents. Results of this study will serve as an eye-

opener making them realize that their full support is needed

by their children in enhancing their language learning

preferences as well as their class performance.

Future Researchers. Findings of this study will serve

as a reference to those who will conduct a similar study.

Scope and Limitation of the Study

This study will focus on the language learning

preferences and class performance of the grade seven

students in the new normal.

The respondents of this study will be all the grade

seven students who are officially enrolled this school year

2020-2021 and all the English teachers handling grade seven

students.

As new students in the secondary level, this sudy will

only involve the grade seven students in the sense that they

are in the adjustment phase of their studies. The fact that

they are from elementary grades, they are the ones who are

mostly affected by this new normal of teaching and learning.

Theoretical Framework

This study will be anchored on Freud’s psycho-analysis

theory which states that generally, a normal child would not

be devoid of energy or purpose, indifferent and unconcerned

if there are no reasons that are deterrents on his action.

The action of a person might be intrinsically founded.2

The above mentioned theory will be used in this study

for the preferences of the grade seven students in language

learning serve as a linkage for them to achieve an excellent

class performance in English.

Moreover, Reid’s perceptual learning style preference

presents an idea that learning styles are the individual’s

natural, habitual, and preferred way(s) of absorbing,

processing, and retaining new information and skills.

According to her, perceptual learning style preference

refers to the perceptual channels through which students

like to learn.3

The students’ preferred manner of learning their

lessons in English is their own way of coping with learning

2
E. V. Dechant and H. W. Smith. (1971). Psychology in teaching
reading. New Jersey: Prentice Hall Inc., p. 270.

3
J.M. Reid. (1995). Learing styles in the ESL/EFL classroom.
Boston: Heinle and Heinle.
in the new normal. They have to do all means to be able to

adjust to the new situation so that their class performance

in English will not be at risk. While they have their own

way of learning their lessons, they still need to follow the

guidance of their English teacher thus, they will be able to

achieve fully the objectives of their lessons.

Further, Fleming’s VARK learning style model deals with

perceptual modes such as visual (V), aural (A), read/write

(R), and kinesthetic (K). According to this model, learning

style is an individual’s characteristics and preferred ways

of gathering, organizing, and thinking about information. In

here, multimodal preference for an individual is considered

more than one learninf style preference.4

As expected, students will have various ways on how

they will learn in the new normal. They will have to prefer

any language learning that would be easy for them to utilize

and would help them in understanding their lessons. All

language learning preferences that they know will be used in

the achievement of excellent class performance.

Conceptual Framework

This study conceptualizes that the language learning

preferences of the student-respondents as assessed by them

4
N. Fleming. (2001). Teaching and learning styles: VARK
strategies. Christchurch, New Zealand: N.D. Fleming.
ad their English teachers has a connection to their level of

class performance.

Moreover, this study assumes that there is significant

difference between the assessments of the student-

respondents and their English teachers on the students’

language learning preferences. Likewise, the researcher

believes that there is a significant relationship between

the srtudent-respondents’ language learning preferences and

their level of class performance in English.

To concretize these concepts, an illustration is shown

as follows:

Paradigm

Independent Variable Dependent Variable

Language Learning
Preferences of the
Level of Class
Student-Respondents as
Performance of the
Assessed by themselves
Student-Respondents
and their English
Teachers

Fig. 1: Shows the relationship between the independent and

the dependent variable
Hypotheses

There is a significant difference between the

assessments of the student-respondents and their English

teachers on the students’ language learning preferences.

There is a significant relationship between the

language learning preferences of the respondents and their

level of class performance in English.

Definition of Terms

For better understanding of this study, some terms will

be defined as follows:

Language Learning Preferences. Conceptuually and

operationally refer to the respondents’ manner of gaining

knowledge and understanding their lessons in English.

Level of Class Performance. In this study, this refers

to the average grade in English of the respondents based on

their submitted exercises and/or activities in the English

subject.
 Chapter II

REVIEW OF LITERATURE

Lanaguage Learning Preferences

Learning preferences refer to a person’s characteristic

pattern of strengths, weaknesses and preferences in taking

in, processing and retrieving information. Students explore

their learning preferences in order to better understand the

strategies and approaches that might be most efficient for

specific courses. Verbal/written is one of the learning

preferences. Learners who prefer this learning style are the

most comfortable learning by reading. Often, in order to

remember the new information they must see it written down

before they can transfer it to long term memory. They might

also be most comfortable expressing the informnation they

know through writting about it.5

Parallel to this, in kinestithetic/tactile concrete

learners learn through their whole body: sight, smell,

movements, touch, and color all help kinesthetic learners.

They will learn best by ‘doing:’ manipulation of materials,

hands-on training, application of information to real world

situations, creating and manipulating models, color-coding,

simulation – the key is moving, touching, doing! Many

students combine a preference for kinisthetics learning with

53
[email protected] https//www.bowdoin.edu.baldwin-program/
student-resources/learning-styles.shtml.
another channel, but have never explored using kinethetics

study strategies. For active/reflective, learners prefer to

learn in the moment, processing information ‘on the go’.

They often benefit from discussion and studying with others.

Reflective lerners prefer to process information internally.

They generally take the information and spend time thinking

it through before feeling comportable joining a discussion

or group. Reflective learners are often quit in class

discussion, and might benefit from learning ways to

participate more actively in class.6

Similarly, aural/auditoral/oral learning prfefrences

information is most easily processed through hearing it. A

strongly auditory learner might read aloud when they reach a

particularly difficult part of written trext, and will

usually enjoy studying with another person or in group.

Sometimes auditory learners are also most confident and

capable when they express their thoughts orally, rather than

in writting. For visual/graphic, learners learn best when

using piuctures, graphs, concepts maps, grids, matrices and

other visual representations of the information to be

learned. Visual learning styles can be very important in

subjects such us economics, physics, biology and other

sciences (not to mention in art!) These students may need to

6
Ibid.
convert notes from class or readings to concept maps, or

they might finf it easier to organize a paper if they use a

map rather than a traditional linear outline.7

In like manner, Alharbi, et. al. conducted a study on

the learning preferences among nursing students in the King

Saudi University in Saudi Arabia: A cross-sectional survey.

Results revealed that the most common learning preferences

among nursing students were visual (67.9%), followed by

active (50%) and sequential (37.5%) learning preferences.

The verbal style was the least common learning preferences

(3.6%) among the nursing students. There was no association

between gender and learning prefereneces (p>.05). The

present study conclude that the visual, active, and

sequential style are the commonest.8

Johnson, et. al. revealed in his paper that where

teaching and learning styles do not match, there may be

cognitive dissonance leading to poor knowledge transfer.

Students state that they have such problems with their

studies. Designers' strategies for problem-solving are

different to many other professionals, and an intuitive way

of working is preferred strongly. It is demonstrated that

7
Ibid.

8
S. O. Tunc. (2017). Use of language strategies in relation to
students characteristics at Baskent University. etd.lib.metu.edu.tr.
Retrieved June 10, 2021.
designers also have related styles of learning, and suitable

treatments are proposed to match teaching and learning.

Though designers' learning seems to be well matched to the

teaching mostly employed in UK design schools, concern is

expressed about current economic and other pressures which

threaten its continuance.9

Likewise, Gapi’s study demonstrated that generally the

students are fairly well balanced in all four dimensions

presented in the ILS questionnaire. Results showed that

there was no significant effect of gender, age and academic

program on the learning style preferences of the students.

Based on the result, there was no statistical significant

correlation between the academic achievement and the

learning style preferences of the students.10

Class Peformance

Academic achievements or (academic) performance is the

achieved their short or long-term educational goals.

9
J. Johnson, et. al. (2016). Personality and learning preferences
of students in design and design-related disciplines. Loughborough:
Loughborough University.
https://dspace.lboro.ac.uk/dspace-jspui/handle/2134/1477. Retrieved
November 18, 2018.

10
L. L. Gapi. (2013). Relationships between learning style
preferences and academic performance of students. Center for General
Education, Humanities and Social Sciences Department AMA International
University –Bahrain. International Journal of Educational Research and
Technology. P-ISSN 0976-4089; E-ISSN 2277-1557.IJERT: Volume 4 [2] June
2013: 70 – 76. Society of Education, India. ISO 9001: 2008 Certified
Organization. Website: www.soeagra.com/ijert/ijert.ht.
Cumulative GPA and completion of educational degrees such as

High School and Bachelor degree represent academic

achievement. It is commonly measured through examinations or

continuous assessments but there is no general agreement on

how it is best evaluated or which aspects are most

important- procedural knowledge such us skills or

declarative knowledge such us Facts. Furthermore, there are

inconclusive results over which individuals factors

succesfullt predict academic preformance, elements such as

test anxiety, environment, motivation and emotion require

consideration when developing models of school

achievement.11

Parallel to this, Keamu, et. al. conducted a study on

student academic performance: the role of motivation,

strategies, and perceived factors hindering liberian junior

and senior high school student learning. Their results

showed the motivational belief components of extrinsic goal

orientation as the most preferred belief and test anxiety

was the least possessed belief. Rehearsal starategies were

found to be most frequently used, while help seeking was

reported to be the least strategy considered. The result

also showed significant relationship between the two

construct. In addition, the study found some learning

11
https://en.wikipedia.org/wiki/academic_achievements.
hindrances. A number of conclusions as well as some

practical recommendations for action relatives to the

improvements of students performance have been advanced.12

Chapter III

METHODOLOGY

Locale of the Study

12 6
H. P. Keamu, et. al. (2017). Student academic performances: The
role of motivaton, strategies, and perceived factors hindering liberian
junior and senior high school student learning. Foundation for Research,
Education.
 This study will be conducted in the secondary schools

of Laoang, Northern Samar.

Laoang is a 2nd class municipality in the province of

Northern Samar, Philippines. According to the 2015 census,

it has a population of 61,359 people. The municipality lies

on the eastern side of the province. Bordering Pambujan in

the west, Palapag facing east and the municipality of

Catubig as its southern neighbor while the Philippine Sea

stretches in the north. Laoang is geographically divided

into three distinct areas. The first is the lowlands of the

mainland of Samar Island along the mouth of the Catubig

River. The second is Laoang Island itself where the

poblacion is situated, and the third is the Batag Island

which forms as a natural barrier from the waters of the

Pacific Ocean. It is the economic, educational, socio-

cultural and government center of the 2nd district of the

province.13

Laoang comprises 13 (deri p ini sure nga total no.,ask

daw sir marlito) secondary schools namely, (include here the

names of the secondary schools of Laoang).

Reasearch Design

This study will employ the descriptive-correlational

research design.

13
http://www.wikiwand.com/en/Laoang,_Northern_Samar.
 Descriptive research design will be used in this study

for it will describe the language learning preferences of

the student-respondents as assessed by them and their

English teachers as well as their level of class performance

in English.

Moreover, correlational research design will also be

used in this study because this study will look into the

significant difference between the assessments of the

student-respondents and their English teachers on the

students’ language learning preferences. Likewise, the

significant relationship between the student-respondents’

language learning preferences and their level of class

performance in English.

The Variables

The independent of variable of this study will be the

language learning preferences of the student-respondents and

the dependent variable will be their level of class

performance in English.

Population and Sampling

Complete enumeration of the respondents will utilized

in this study which means that all the grade seven students
of the secondary schools of Laoang will be involved. Thus,

no sampling method will be employed.

The Respondents

The respondents of this study will be all the grade

seven students in the secondary schools of Laoang.

Research Instrument

A questionnaire will be used in gathering the data. It

will deal on the language learning preferences of the

respondents patterned from Alharbi, et. al.14

Moreover, for the data on the level of class

performance in English of the respondents, grade sheets will

be utilized.

Scoring and Interpretation

To interpret the data on the language learning

preferences of the respondents, the following scales and

interpretations will be used:

Scale Interpretation

4.51 - 5.00 Always

3.51 – 4.50 Often

14
S. O. Tunc., Op. Cit.
 2.51 – 3.50 Sometimes

1.50 – 2.50 Seldom

1.00 – 1.50 Never

To interpret the data on the level of class performance

in English of the respondents, the following scales and

interpretations will be used: (change the scales and

interpretation below into the ratings that is used for high

school students, refer to: the form 138 – report card)

Scale Interpretation

1.0 Outstanding

1.25 – 1.50 Very Good

1.75 – 2.25 Good

2.50 – 2.75 Fair

3.0 Poor

5.0 Failed

Validation of Reserach Instrument

The research instrument on language learning

preferences that will be used in this study will be

patterned from Alharbi, et. al.15 Thus, no validation will

be made.

Further, grading sheets will be used to gather the data

on the level of class performance in English of the

respondents.

15
S. O. Tunc, Op. Cit.
Data Gathering Proceduure

Before the conduct of the study, the researcher will

first ask permission from his thesis professor and adviser

as well as the Schools Division Superintendent through a

letter to conduct the study. Upon approval, another letter

will be sent to the school heads of the secondary schools of

Laoang to distribute the questionnaires to the target

respondents. After the approval, the questionnaires will

be distributed to the grade seven students and to their

English teachers who will be given enough time to answer the

instrument. Then, retrieval of the questionnaires will

follow and the data gathered will be tallied tabulated,

analyzed, and interpreted using appropriate statistical

tools.

Statistical Treatment of Data

Frequency Counts and Percentages. This will be used in

analyzing the data on the level of class performance in

English of the respondents.

Weighted Mean. This will be used to interpret the data

on the language learning preferences of the respondents.

t-test. This will be used significant difference

between the assessments of the student-respondents and their

English teachers on the students’ language learning

preferences.

Pearson Correlation. This was used to interpret the

data on the significant relationship between the student-

respondents’ language learning preferences and their level

of class performance in English.

LITERATURE CITED
[email protected]//www.bowdoin.edu.baldwin-
program/ student-resources/learning-styles.shtml.

Dechant, E. V. and H. W. Smith. (1971). Psychology in

teaching
reading. New Jersey: Prentice Hall Inc.

Demirbas, O. and H. Demirkan. (2007). Learning styles of

design students and the relationship of academic
performance and gender in design education. Learning
and Instruction, Vol. 7, Issue 3.
https://www.sciencedirect.com/science/article/pii/S0959
475207000345.

Fleming, N. (2001). Teaching and learning styles: VARK

strategies. Christchurch, New Zealand: N.D. Fleming.

Gapi, L.L. (2013). Relationships between learning style

preferences and academic performance of students.
Center for General Education, Humanities and Social
Sciences Department AMA International University –
Bahrain. International Journal of Educational Research
and Technology. P-ISSN 0976-4089; E-ISSN 2277-
1557.IJERT: Volume 4 [2] June 2013: 70 – 76. Society of
Education, India. ISO 9001: 2008 Certified
Organization. Website: www.soeagra.com/ijert/ijert.ht.

https://en.wikipedia.org/wiki/academic_achievements.

Johnson, J., et. al. (2016). Personality and learning

preferences of students in design and design-related
disciplines. Loughborough: Loughborough University.
https://dspace.lboro.ac.uk/dspace-jspui/handle/2134/147
7. Retrieved November 18, 2018.

Reid, J. M. (1995). Learing styles in the ESL/EFL classroom.

Boston: Heinle and Heinle.

Tunc, S.O. (2017). Use of language strategies in relation to

students characteristics at Baskent University.
etd.lib.metu.edu.tr. Retrieved June 10, 2021.

QUESTIONNAIRE ON THE LANGUAGE LEARNING PREFERENCES

 AND CLASS PERFORMANCE IN ENGLISH
OF THE GRADE SEVEN STUDENTS

(For the Student-Respondents)

Name______________________________________________________

Directions: Check the apprpriate space that corresponds to

your assessment on your language learning preferences using
the following scales:

A - Always
O - Often
So - Sometimes
Se - Seldom
N - Never

Items A O So Se N
1. I think of relationships
between What I already know and
new things I learn in English.
2. I use new English words in a
sentence so I can remember them.
3. I connect the sound of a new
English word in an image or
picture of the word.
4. I remember a new English word
by making a mental picture of a
situation in which the word might
be used.
5. I use rhymes to remember new
English words.
6. I use flashcards to remember
new English words.
7. I physically act out new
English words.
8. I review my English lessons
often.
9. I remember new English words
or phrases by remembering their
location on page or on a sign.
10. I say or write new English
words several times.
11. I try to speak like native
English speakers.
12. I practice the sounds of
English.
13. I use the English words I
know in several ways.
14. I start conversations in
English while speaking with
people who know English.
15. I watch English language TV
shows and movies spoken in
English.
16. I read for pleasure in
English.
17. I write notes, messages,
letters, or reports in English.
18. I first skim an English
passage (read over the passage
quickly) then go back and read it
carefully.
19. I look for words in my own
language that are similar to new
words in English.
20. I try to find patterns in
English.
21. I find the meaning of an
English word by dividing it into
parts that I understand.
22. I try not to translate word-
for-word.
23. I make summaries of
information that I hear or read
in English.
24. To understand unfamiliar
English words, I make guesses.
25. When I can’t think of a word
during a conversation in English,
I use gestures.
26. I make up new words if I
don’t know the right one’s in
English.
27. I read English without
looking up every new word.
28. I try to guess what the other
person will say next in English.
29. If I can’t think of an
English word, I use a word or
phrase that means the same thing.
30. I try to find as many ways as
I can to use my English.
31. I notice my English mistakes
and use that information to help
me do better.
32. I pay attention when my
teacher is speaking in English.
33. I try to find out how to be a
better learner of English.
34. I plan my schedule so I will
have enough time to study
English.
35. I look for people I can talk
to in English.
36. I look for opportunities to
read as much as possible in
English.
37. I have clear goals for
improving my English.
38. I think about my progress in
learning.
39. I try to relax whenever I
feel afraid of using English.
40. I encourage myself to speak
English even when I am afraid of
making mistakes.
41. I give myself a reward or
treat when I do well in English.
42. I notice if I am tense or
nervous when I am studying or
using English.
43. I write down my feelings in a
language learning diary.
44. I talk to my classmates about
how I feel when I am learning
English.
45. If I don’t understand
something in English, I ask the
other person to slow down or say
it again.
46. I ask my English teacher to
correct me when I talk.
47. I practice English with other
students.
48. I ask for help from my
English teacher.
49. I try to ask questions in
English.
50. I try to imitate my teacher
in speaking English.

QUESTIONNAIRE ON THE LANGUAGE LEARNING PREFERENCES

AND CLASS PERFORMANCE IN ENGLISH
OF THE GRADE SEVEN STUDENTS

(For the English Teacher-Respondents)

Directions: Check the apprpriate space that corresponds to

your assessment on your grade seven students’ language
learning preferences using the following scales:

A - Always
O - Often
So - Sometimes
Se - Seldom
N - Never

Items A O So Se N
1. S/He thinks of relationships
between what s/he already know
and new things s/he learns in
English.
2. S/He uses new English words in
a sentence so s/he can remember
them.
3. S/He connects the sound of a
new English word in an image or
picture of the word.
4. S/He remembers a new English
word by making a mental picture
of a situation in which the word
might be used.
5. S/He uses rhymes to remember
new English words.
6. S/He uses flashcards to
remember new English words.
7. S/He physically act out new
English words.
8. S/He reviews his/her English
lessons often.
9. S/He remembers new English
words or phrases by remembering
their location on page or on a
sign.
10. S/He says or writes new
English words several times.
11. S/He tries to speak like a
native English speaker.
12. S/He practices the sounds of
English.
13. S/He uses the English words
s/he knows in several ways.
14. S/He starts conversations in
English while speaking with
people who know English.
15. S/He watches English language
TV shows and movies spoken in
English.
16. S/He reads for pleasure in
English.
17. S/He writes notes, messages,
letters, or reports in English.
18. S/He first skims an English
passage (read over the passage
quickly) then go back and read it
carefully.
19. S/He looks for words in
his/her own language that are
similar to new words in English.
20. S/He tries to find patterns
in English.
21. S/He finds the meaning of an
English word by dividing it into
parts that S/he understands.
22. S/He tries not to translate
word-for-word.
23. S/He makes summaries of
information that s/he hears or
read in English.
24. To understand unfamiliar
English words, s/he makes
guesses.
25. When s/he can’t think of a
word during a conversation in
English, s/he uses gestures.
26. S/He makes up new words if
s/he doesn’t know the right one’s
in English.
27. S/He reads English without
looking up every new word.
28. S/He tries to guess what the
other person will say next in
English.
29. If s/he can’t think of an
English word, s/he uses a word or
phrase that means the same thing.
30. S/He tries to find as many
ways as s/he can to use his/her
English.
31. S/He notices his/her English
mistakes and use that information
to help him/her do better.
32. S/He pays attention when
his/her teacher is speaking in
English.
33. S/He tries to find out how to
be a better learner of English.
34. S/He plans his/her schedule
so s/he will have enough time to
study English.
35. S/He looks for people s/he
can talk to in English.
36. S/He looks for opportunities
to read as much as possible in
English.
37. S/He has clear goals for
improving his/her English.
38. S/He thinks about his/her
progress in learning.
39. S/He tries to relax whenever
s/he feels afraid of using
English.
40. S/He encourages
himself/herself to speak English
even when s/he is afraid of
making mistakes.
41. S/He gives himself/herself a
reward or treat when s/he does
well in English.
42. S/He notices if s/he is tense
or nervous when s/he is studying
or using English.
43. S/He writes down his/her
feelings in a language learning
diary.
44. S/He talks to his/her
classmates about how s/he feels
when s/he is learning English.
45. If s/he doesn’t understand
something in English, s/he asks
the other person to slow down or
say it again.
46. S/He asks his/her English
teacher to correct me when s/he
talks.
47. S/He practices English with
other students.
48. S/He asks for help from
his/her English teacher.
49. S/He tries to ask questions
in English.
50. S/He tries to imitate his/her
teacher in speaking English.